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Descriptors:
Factor Analysis; Reliability; Learning Motivation; Foreign Countries; Construct Validity; Factor Structure; Chinese; Measures (Individuals); Academic Achievement; Correlation; Self Concept; Asians; Networks; Cross Cultural Studies; High School Students; Mastery Learning

Abstract:
The aim of this study is to assess the cross-cultural applicability of the Chinese version of the Inventory of School Motivation (ISM; McInerney & Sinclair, 1991) in the Hong Kong context using both within-network and between-network approaches to construct validation. The ISM measures four types of achievement goals: mastery, performance, social, and extrinsic goals. A total of 697 high school students participated in the study. Results of the within-network test showed that the ISM had good internal consistency reliability. Confirmatory factor analysis supported the hypothesized four-factor structure. In addition, multigroup confirmatory factor analyses showed factorial invariance across students of different genders, year levels, and school types. The between-network test indicated that the achievement goals assessed by the ISM correlated systematically with different aspects of students' self-concepts. These findings provide evidence of the applicability of the ISM among Hong Kong Chinese students. Implications for cross-cultural research are discussed. (Contains 4 tables, 1 figure, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intelligence Tests; Profiles; Cultural Influences; Nonverbal Tests; Short Term Memory; Intelligence Quotient; Norms; Cross Cultural Studies; Coding; Test Validity; Native Language

Abstract:
To study the concept of national IQ profile, we compared U.S. and Finnish WAIS, WAIS-R, and WAIS III nonverbal and working memory subtest norms. The U.S. standardization samples had consistently higher scores on the Coding and Digit span subtests, while the Finnish samples had higher scores on the Block design subtest. No stable cross-national differences were found on the other nonverbal tests. It is hypothesized that linguistic, educational, and cultural factors underlie national IQ profiles. Some of these factors may be stable, leading to constant cross-national differences. The study of national IQ profiles may contribute to the validity of testing in smaller countries, where the adaptation of foreign, most often U.S., tests rarely includes national standardization. Furthermore, the results of the study implicate that the concept of national IQ is problematic. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Content Analysis; Qualitative Research; Comparative Analysis; Cross Cultural Studies; Case Studies; Computer Literacy; Program Descriptions; Educational Technology; National Curriculum; Curriculum Design; Elementary School Curriculum; Educational Principles; Computer Uses in Education; Educational Policy

Abstract:
The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Isolation; Foreign Countries; Qualitative Research; Poverty; One Parent Family; Children; Childhood Attitudes; Social Bias; Interviews; Cross Cultural Studies; Family Environment; Friendship; Parent Child Relationship

Abstract:
This article presents some of the key findings from a comparative, qualitative research study carried out in the United Kingdom, Greece, and Cyprus. The main goal of the study was to investigate single-parent children's experiences and understandings of poverty and social exclusion in their everyday lives and to make relevant policy recommendations. The article highlights children's voices and illustrates the utility of integrating them in efforts to develop sensitive policies which meet their needs as these stem from their own experiences of poverty and social exclusion while also making the case for the utility of comparative, qualitative, cross-national research. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Drinking; Cross Cultural Studies; Alcohol Abuse; Gender Differences; Correlation; Hierarchical Linear Modeling; Surveys; Cultural Differences; Violence; Marriage; Interpersonal Relationship; Males

Abstract:
This study explores whether associations between consuming alcohol in bars and alcohol-related harms are consistent across countries and whether country-level characteristics modify associations. We hypothesized that genderedness of bar drinking modifies associations, such that odds of harms associated with bar drinking increase more rapidly in predominantly male bar-drinking countries. Multilevel analysis was used to analyze survey data from 21 countries representing five continents from Gender, Alcohol, and Culture: An International Study (GENACIS). Bar frequency was positively associated with harms overall. Relationships between bar frequency and harms varied across country. Genderedness modified associations between bar frequency and odds of fights, marriage/relationship harms, and work harms. Findings were significant only for men. Contrary to our hypothesis, odds of harms associated with bar drinking increased less rapidly in countries where bar drinking is predominantly male. This suggests predominantly male bar drinking cultures may be protective for males who more frequently drink in bars. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resilience (Psychology); Depression (Psychology); Foreign Countries; Family Violence; Cross Cultural Studies; Questionnaires; At Risk Persons; Individual Characteristics; Adolescents; Aggression; Gender Differences; Experience; Socioeconomic Status; Predictor Variables; Parenting Styles; Verbal Communication; Teacher Influence; Parent Influence; Substance Abuse; Peer Relationship; Grade 8

Abstract:
Questionnaire data from a cross-sectional study of a randomly selected sample of 5,149 middle-school students from four EU countries (Austria, Germany, Slovenia, and Spain) were used to explore the effects of family violence burden level, structural and procedural risk and protective factors, and personal characteristics on adolescents who are resilient to depression and aggression despite being exposed to domestic violence. Using logistic regression to identify resilience characteristics, our results indicate that structural risks like one's sex, migration experience, and socioeconomic status were not predictive of either family violence burden levels or resilience. Rather, nonresilience to family violence is derived from a combination of negative experiences with high levels of family violence in conjunction with inconsistent parenting, verbally aggressive teachers, alcohol and drug misuse and experiences of indirect aggression with peers. Overall, negative factors outweigh positive factors and play a greater role in determining the resilience level that a young person achieves. (Contains 7 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Differences; Creativity; Cross Cultural Studies; Attitudes; Collectivism; Participation; Drills (Practice); Individualism; Foreign Countries

Abstract:
The article integrates the seven papers of the two special issues with a special focus on discussing the differences in people's beliefs about creativity between the Chinese and American cultures: How it is conceived, evaluated, and nurtured. It uses three metaphors to capture major differences in these aspects, and highlights areas with profound cultural variations in conceptions and creative education for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Thinking Skills; Program Effectiveness; Cultural Differences; Foreign Countries; Creativity; Stereotypes; Undergraduate Students; Nonverbal Ability; Whites; Cross Cultural Studies; Asians; Measures (Individuals)

Abstract:
A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed that participants from both China and the United States believed that Americans have better creativity abilities than Chinese and that Chinese have better deductive reasoning skills than Americans. Significant cultural difference in the performances on the measures of creativity was found. The cultural difference in deductive reasoning was found between Chinese participants in China and the Caucasian (not the Asian) participants in the United States, which were somewhat congruent to the stereotypical perceptions. However, the study did not find that stereotypic perceptions directly influenced participants' performance on deductive reasoning and creativity. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Older Adults; Creativity; Retirement; Well Being; Quality of Life; Cross Cultural Studies; Aging (Individuals); Attitudes; Predictor Variables; Mental Health; Health Conditions; Interviews; Mandarin Chinese; Chinese; Group Activities; Physical Activities; Measures (Individuals)

Abstract:
This study examined a total of 140 elderly Chinese from China and the United States to investigate the relationship between attitude toward aging, daily activities, general health, education, and other demographics and rated creativity as measured by collage making and storytelling. The result of this study shows that creativity declines with age. However, education, general health status, daily activities, and the attitude toward aging are also found to be decisive factors of creativity. The implications of the findings are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Philosophy; English (Second Language); Biblical Literature; Theological Education; Interdisciplinary Approach; Second Language Learning; Cross Cultural Studies; Communicative Competence (Languages); Second Language Instruction; Cultural Awareness; English for Academic Purposes

Abstract:
This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross-cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English-speaking students likewise stand to benefit from the application of EBT's principles. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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